Escola da terra capixaba na bacia do Rio Doce
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Data
2019-03-28
Autores
Souza, Adriano Ramos de
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Editor
Universidade Federal do Espírito Santo
Resumo
The work addresses the continuous formation of countryside professors in the
Improvement Course "Escola da Terra Capixaba." It was carried out in the
Research Group (CNPq) "Cultures, Partnerships and Countryside Education" of
the Post-Graduation Program in Education - PPGE of the Federal University of
Espírito Santo - UFES. It was born from the nonconformity with the silencing of
the countryside voices, with the erasure of the cultures and with the
minimization of the peasant peoples, imposed by the dominant "culture."
Supported by thinkers such as Antônio Gramsci, Paulo Freire, and Mikhail
Bakhtin, this work seeks to contribute to the understanding of professors as
organic intellectuals and to the appreciation of Cultures as an educational
process in an effort to emancipate the individuals through dialogism and
polyphony. The concept of a collaborative partnership between the institutions
and their individuals (FOERSTE, 2005) subsidizes processes of professor
training for the promotion of school education as "maximum culture." Carlos
Rodrigues Brandão bases the assumptions of culture and education that
constitute the matrix for a popular-emancipator school project. In this context,
the dialogues with the professors of the Countryside Education benefited from
qualitative methodological approaches (FICHTNER et al., 2013), in dialogue
with the questions of this research, were registered in the hunt to capture the
meanings produced by the collective formation by the Improvement Course
"Escola da Terra Capixaba." Therefore, to discuss the formation of professors in
the countryside based on collaborative partnerships is to recognize that the
voices of these individuals concretize cultures and knowledge of peasant social
contexts invisibilized by the hegemonic project of development and progress
and, therefore, potentiate another way of thinking and making education that
does not dichotomize the cultures that constitute the school and its
surroundings. This willingness to share and work in collaboration is the way in
which peasant communities produce their lives, their cultures, and finally, their
education…
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Palavras-chave
Countryside education , Continuous formation , Maximum culture , Partnership , Educação do campo , Formação continuada , Cultura Máxima , Parceria